^ \r 1^ ■> IMAGE EVALUATION TEST TARGET (MT-3) 11.25 ^1^ U^ It! 14.0 2.0 I U i 1.6 I 6" Hiotographic ^.Sciences Corporation &< ^/ /. % > id ^^ ^ 23 WEST MAIN STREET WEBSTER, N.Y. 145M (716)«72-4i03 ,^ ^ ls\ CIKM/ICMH Microfiche Series. : ■■;, CIHM/ICIVIH Collection de microfiches. Canadian Institute for Historical Microreproductlons / Institut Canadian de microreproductions historiques Technical and Bibliographic Notas/Notaa tachniquas at bibiiographiquaa Tha inatituta haa attamptad to obtain tha btiat original copy avniiabla for filming. Faaturaa of thia copy which may ba bibliographically uniqua, which may altar any of tha imagaa in tha raproduction, or which may aignificantly changa tha uaual mathod of filming, ara chackad balow. HColourad covara/ Couvartura da coulaur I I Covara damagad/ D Couvartura andommagte Covara raatorad and/or laminatad/ Couvartura raataurda at/ou palliculte n~| Covar titia miaaing/ D n n La titra da couvartura manqua I I Colourad mapa/ n Cartaa gtographiquaa an coulaur Colourad ink (i.a. othar than blua or black)/ Encra da coulaur (i.a. autra qua blaua ou noira) I I Colourad plataa and/or iiluatrationa/ Planchas at/ou iiluatrationa an coulaur Bound with othar matarial/ RaliA avac d'autraa documanta Tight binding may cauaa ahadowa or diatortion along interior margin/ La r« liura aarrte paut cauaar da I'ombra ou da la diatortion la long da la marge intAriaure Blank laavaa added during reatoration may appear within tha text. Whenever poaaibla. theae have been omitted from filming/ II ae paut qua cartainea pagea blanchea ajoutitoe lore d'une reatauration apparaiaaant dana la texte, mala, ioraqua cela Atait poaaibla, caa pagea n'ont paa 4t« filmiea. Additional commenta:/ Commantairea auppMmentairee: L'Inatitut a microfilm* la meilleur exemplaire qu'il lui a *t(i poaaibla da ae procurer. Lea d^aiia da cet exemplaire qui aont paut-ftre uniquea du point da vue bibliographique, qui peuvent modifier une image reprodulte, ou qui peuvent exiger une modification dana la mMhode normale da filmags aont indiquit cl-deaaoua. r~n Coloured pagea/ D D D D Pagea da coulaur Pagea damaged/ Pagea andommagtes Pagea raatorad and/or laminated/ Pagea reetaurtea at/ou pelliculAea Pagea diacolourad, atainad or foxed/ Pagea dteolortea, tachattea ou piqutea Pagea detached/ Pagea ditachtea Showthrough/ Tranaparence I I Quality of print variea/ Quality inAgala de I'impreaaion Includea aupplementary material/ Comprend du material auppMmentaire Only edition available/ Seule Mition diaponibia Pagea wholly or partially obacured by errata alipa, tiaauea, etc., have been ref limed to enaure tha baai poaaibla image/ Lea pagea totalament ou partiallement obacurciea par un feuillet d'errata, une pelure, etc., ont *t6 filmtea A nouveau de fa9on A obtenir la mailleure image poaaibla. Th to Th po of fill Oi ba th ai< ot fir ait or ah Tl wl M dli an be rif re m Thia item la filmed i»t the reduction ratio checked below/ Ce document eat film* au taux de riduction indiqu* ci-deaaoua. 10X 14X 1&X 22X 2ex 30X y n 12X 16X 20X a«x 2BX 32X Th« copy filmad h«r« has b««n r«proclue«d thanks to tha ganaroaity of: Library off tha Public Archives off Canada L'axampiaira film* fut raproduit grica A la gAnAroaltA da: La bibliothdqua das Archivas publiquas du Canada Tha imagas appaaring hara ara tha iMst quality possibia considaring tha condition and lagibillty off tha original copy and in kaaping with tha ffilming contract spaciffications. Original copiaa In printad pap^r covara ara ffilmad beginning with tha ffront covar and anding on tha last paga with a printad or liluatratad impraa- sion, or tha back covar whan appropriata. All othar original copias ara fllmad iMginning on tha ffirst paga with a printad or liluatratad Impras- sion, and anding on tha last paga with a printad or liluatratad imprasslon. Ths last racordad fframa on aach microflcha shall contain tha symbol -^ (moaning "CON- TINUED"), or tha aymbol ▼ (maaning "END"), whichavar applias. Maps, platas, charts, ate, may ba fllmad at diffffarant reduction ratios. Thosa too larga to ba entirely included in one exposure ara filmed beginning in the upper left hand corner, iefft to right and top to bottom, as many framea as required. The following diagrams illustrate the method: Lee imagea auivantea ont AtA raproduites avac ie plua grand soin, compta tanu da la condition at da la nettetA de i'exempleire ffilm4, et en confformitA avac las conditions du contrat de ffilmaga. Lea exemplairas originaux dont la couverture en papier est imprlmte sont ffilmAs en commenpant par la premier plat at en terminant soit par ia darniire paga qui comporte une empreinte d'impression ou d'iiiustration, soit par la second plat, salon la cas. Tous las autres exemplairas originaux sont fiimte en commenpant par la pramlAra paga qui comporte une empreinte d'impression ou d'iiiustration et en terminant par la darnlAre page qui comporte une telle empreinte. Un des symboles suivants apparaftra sur la darnlAre image de cheque microfiche, selon Ie caa: la symbols — ► signiffie "A SUIVRE", Ie symbols ▼ signiffie "FIN ". Les cartes, planches, tableaux, etc., peuvent Atre ffilmAs A des taux d9 reduction diffffArants. Lorsque Ie document est trop grand pour litre reproduit en un seul ciichA, 11 est ffiimA A partir da Tangle supArieur gauche, de gauche A droite, et de haut en has. an prenant ia nombre d'Images n6cessaira. Lus diagrammas suivants iiluatrant ia mtthoda. 1 2 3 1 2 3 4 5 6 LETTERS ON SUPERIOR EDUCATION, IN ITS RELATION TO THE PROGRESS AND PERMANENCY Of WESLEYAN METHODISM, BY THE RKV. WILLIAM SCOTT, ®j(rtjofttt0: PRINTED AND PUBLISHED AT THE WESLEYAN BOOK-ROO>r, KIKa STRBBT. I860. '*In the name of God, then, and by the authority of hia word, let all that have ehildren, from the time they begin to speak or run alone, begin to train tliem up in the way wherein they Bhould go; to counterwotk the corruption of their nature with all postible assiduity ; to do erery thing in their power to cure their self-will, pride, and every other wrong temper. Then let them be delivered to instructorii, (if ■aeh can be found), that will tread in the same steps ; that will watch over them as Immortal spirits, who are shortly to appear before God, and who have nothing to do in this world, but to prepare to meet him in the clouds, seeing they will be eternally li*PPy« ^ tbey are ready, if not, eternally miserable." — Johm Wkslkt. " Oo into your public libraries, enriched by the literature of the classical states of ancient times, and see them crowded also with their mutilated marbles; brought from the fallen monnmenta of their greatness, and saved from the final wastes of time and barbarism, to be placed in monitory collection with " the wisdom of this world," mocking its imbecility ; as though Providence had thereby designed to teach US, that length of days U the sole gift of that wisdom whose beginoiDg < is the fear of the Lord,' and whose great lesson is to * depart from evil.' Athens mourning along tlw galleries of onr public maseuma over the frail oegis of her Minerva, admonishes us to put our trust within the shadow of the impenetrable shield of the truth of the living God."— BiOHABO Watso.^. INTllODUCTORY REMARKS. The following loiters on the subject of Superior Education, originally appeared in the columns of the Chnstian GiKirduw* At the time of their publication, several persons whose judg- ment in such matters is generally considered sound and relia- able, expressed a wish that they should be issued in a more permanent form for ready reference, and as more likely to pro- mote the design of the author. Now that the Conference, at the request of the Board of Victoria College, has given him an official position in connection with that Institution, and expecially to advance its financial interests, he has been ii> duced to comply with the request alluded to, and sends forth these letters as a suitable precursor to the personal visit of the College Agent. The author respectfully solicits attention to the views ho has expressed. He entertains the hope that many person?, whom divine providence has favoured with worldly prosperity, will see and feel the obligation which rests upon them to con- tribute liberally toward the support of an Institution, which, according to the argument of the letters, is essential to the progress and permanency of Wesleyan Methodism in Canada, — an argument derived from experience, and harmonizing with the views of leading Wesleyan Ministers and Laymen in all lands. The author has no apology to offer for the denominational character of his reasonings. He entertains a proper regard for other churches, but iie has no sympathy with the senseless war- cry of pretenders to " non-sectarianiim." He has generally found them the most intensely bigotad and sectarian — often, grossly heterodox, and entertaining exceedingly narrow views uf tlio divine governir.ent — of human nature, and of Hocial rights. The recent controversy on Educational questions has developed more than enough of this selfish " non-sectarianism," and there- fore the enlarged and liberal views and plans of Wesleyan Methodism are contemplated and defended with unalloyed gratification. Our College interests arc viewed from the stand point of Christian Catholicity and political liberality. What Methodism achieves in the work of Christian education, is work done for the good of the whole population. The most absurd of all pretensions is that which seems to bo based on the supposition that one College can do the work of higher education in this great and growing country, and that that College must be non-denominational. Equally absurd is it, that any one College should be exclusively sustained from the public chest, without regard to the voluntary principle. Yet in Canada there exists a party of illiberal and selfish state-endowed secularists in education, combined with a party of simple voluntary ists in religion, who blandly fraternize to destroy a generous and symmetrical system of public education. TIic Wesleyan Church can never be a party to this prodigious plot — as unchristian as it is unpatriotic. A just proportion of public funds set apart for superior education rightfully belongs to those who do that work, not only in accordance with their religious convictions, but also agreeably to the re- quirements of a properly constituted University Senate. Victoria College is not a myth, but a reality, — its officers, ■ professors, and teachers, are doing a great work — they were doing that work when others were slumbering, and they are now entitled to a hearty and generous support. That support is earnestly solicited, and to that end, the writer yields to the wishes of his friends, and commits his views to the consider- ation o" all, who may consider them worthy of attention. LETTERS ON SUPEEIOR EDUCATION, IN ITS RELATION TO TUB irogrtss uni |mnanms ni llttfeoMsm. .'••;- Letter I. The recent College discussion — Prohal le collateral advantage — University Education not svffievtlg considered or val- ued — The position we should seek — Proposed series of papers — History of the jmst — Brevity attempted — An- cient history — Eastern Asia — China, and Japan — The Hebrews — Greece and Rome — Arabia and Africa — Gen- eral inference — The writer s aim — Present duty. The public press has been engaged very considerably for some months past in the discussion of various questions relating to the University Endowment, and the resolutions of the Hamilton Conference on the subject of Superior Education. It is to be hoped that the elaborate arguments and logical defences by the several writers on these sulajects have been carefully read, lor we are persuaded that the ground taken is so just in itself, and the course of argument so appropriate and convincing that after candid investigation, our whole community will be found rallying to the standard of the (conference, and we shall not fail to obtain justice. Our enemies themselves being judges, there is already an unanimity among our people, which they have sought to prevent or destroy, and we are happy to observe that the press of the country is in various places recapitulating our statements, and admitting the force of our appeals. The present le«>ifilaturo niny evade our conclusions, but even in the halls of K'gislation the voice of the people is heard, and our just clainiH cannot h)np; he withheld. Per- Keverance must bo our motto, and buccess >vill reward our exertions. The hope may be entertained that one collateral result of our present exertions in behalf of Victoria College will be an increased conviction of the paramount importance of Superior Education in its relation to the pernmnoney and proj^ress of Methodism in the land The cherishing of such u hope, how- ever denominational in its aspects, is not inconsistent with that high toned liberality which we profess, tor however com- prehensive the charity of our principles, we arc not insensible to the peculiar characteristics of Methodism as eminently adapt- ed to the wants, and beneficial to the real interests of Canada. We are the friends of all, — the enemies of none ; but while there is no felt enmity to any existing evangelical corporation, there is a decided preference for our own as best calculated to save sinners, and provide for the edification of the church. Our educational institutions are closely connected with the religious system so ardently cherithed, and it is impossible to conceal the fact that we are arrived at that crisis in our history which demands a considerate investigation of the legitimate relations of collegiate education to ecclesiastical position and Christian progress. It may fairly be questioned whether the subject of Univer- sity Education has received that degree of attention to which it is entitled. It is feared there are many persons among ourselves who if they do not depreciate scholastic training and high mental culture, fail nevertheless to perceive its bearing on the necesssary moral power of our connexion ; and therefore do not contribute in any direct way toward the sustentation of that institution to establish which was the honor and glory of our fathers and brethren of bygone days. It seems to us that if there existed in the minds of our generous and wealthy friends a clear and intelligent conviction of the vast importance of solid learning and thorough education in their relation to the highest development of religious power and connexional progress, our college would not be suffered to languish, but there would have been long before this time an united eifort to place it upon a solid foundation of permanent usefulness, beyond the reach of the party strifes of political capriciousnesa and puiTiamontary oabals. That is the position wo should BDck, and whatovor may bu tho result of the present movement, it is absolutely necesyaiy to net this object belbre us, and pro- mote the cnli<^htenmeut of our ciitii-e ooinuiunity to this end. We propose devoting a few papers to this subject of Superior Education in its relation to Wosleyan progress, and we trust that however feebly tho subject may be discussed, the arguments ad- vanced may be sufficiently powerful to awaken some d^ree ofsympiithy and co-operation with tho Conference in its laudr^ bio efforts to sustain the interests of Victoria College. It may not bo amiss to prepare tho way for a statement of principles and duties adapted to the present times, by review- mur tlui history of the p tM iu rofcrenco to sujxirior education, mid the course which has been pursued by governments and various corporations to accomplish what has always been con- sidered a desirable object, viz., a suitable preparation of tho individual for tho proj)er performance of the duties of life, whether of a public or personal nature. Considering our purpose, brevity may suffice on the historical development of educational theories and the avowed purpose of leading educators throughout the past; but the subject is one of deep interest, and a full investigation of the varied topics involved therein would produce its own compensation, in enlarged views of men, of society, and of providence, and furnish abundant reasons for gratitude that we and our children live in an age and place where so much light prevails in reference to the possibilities of mental and moral culture, and where there exist so many educational privileges. As the materials for an authentic history of the far distant past ages are scarce, it is no wonder that there should exist comparatively little on the subject of education as it relates to thoAQ periods. Nevertheless, there are many sources of infor- mation which go to prove that in the earliest times and forms of civilization, much care was bestow^ T in the right training of youth according to the position they "ere designed to occupy. The higlwjst attainments of those days may appear to us far beneath the dignity of man, and incompatible with his destiny, as an immortal being; but they were accordant with the decree of knowledge existing, and calculated to promote the end designed. Eastern Asia, the seat of early civilization, groaning under the curse of caste, maintained its caste.^, and and perpetuated its superstitions, by rigid forms of educational training. The schools of the Brahmins have existed from time immemorial, and we know from various sources their distinctions, studies, and objects. The literature of the Hin- dus is rich of its kind, and much is of great antiquity ; the In- stitutes of Menu being collected nearly thirteen hundred years before Christ. The Chinese, however fanciful thiir chronolo- gical theories, must have c: edit for establishing a comparatively excellent school system dating long before the birth of Christ. Nor are the Japanese defective in this particular. The He- brew system is developed in Scripture history. The patriar- chal modes of teaching hardly come up to our idea of a school ; but the family discipline and moral rule instituted by divine authority ; the physical laws and sanitary regulations established; the military and legal training required, give plain intimations that necessity would originate plans and places of instruction, other than those of the family circle. History shows this to to have been the case. Turning to classic Greece and Rome, we have abundant sources of information both as to the matter and manner of public and private education. The scholar readily aeknowledges his indebtedness to the poets, philoso- phers, and legislators of Athens and Rome, and the modern educator deri^^es some of his most important ideas of duty and order from the writings of men who thought and taught centu- ries before the Christian era. Alexandria and Constanti- nople, with Athens and Rome may be considered the principal seats of learning for the Roman empire for several centuries after Christ. Gaul was from early times distinguished for the cultivation of the sciences, and the possession of eloquent men, who were educated in suitable institutions of learning. Arabia and Africa under Mohammedan sway, and earlier, could boast of schools and high academies adapted to the ends of such government and customs as then and there prevailed. Coun- tries less distinguished and tribes less civilized purtsued a similar course without or with a definite system; but all designing the attainment of an object which seemed to them desirable. Scarcely any people, however uncivilized, deemed it right or politic to leave the young to grow up without sone restraint, or some degree of instruction adapted to their sevci-al conceptions of human duty and responsibility. This abbreviated statement of historic facts might have been extended to uiany articles, but there may be occasion to refer again to the opinions and practices of ancieut educators. My purpose is now to show that even heathen and uncmlized nations deemed it expedient to guard their youth, and educate them to fulfill their destiny, as that was by them understood, and it may be safely affirmed that these nations would have become more grossly wicked, more terribly anarchic, and more universally wretched, had it not been for the restraints of edu- cation, and the controlling effects of mental and moral disci- pline. It is thus made plain, that we who have inherited a high standard of civilization, the fruit of Christian truth, enlightened intelligence, and enlarged experience — that we who possess ecclesiastical doctrines and government, and poli- tical institutions infinitely superior to those of preceding ages and nations — that we sliould exhibit unprecedented blindness and folly if we neglect to pursue that course which all experi- ence has proved necessary for the conservation of that which it is deemed desirable to retain ; and that the truth and ex- cellence we possess may be transmitted to future generations. Letter II . Introduction of Christianity — Its effects — St. Paul, Ids call- ing and work — Obstacles to Christian progress — Chris- tian idea of Education — Modified hy circumstances — What early Christian Teachers did — How corruption originated — Establishment of High Schools — Neglect of the masses — Revidslon — Agitation — Controversy — Nean- der quoted — Uses nf History — The Pap icy — Its power and infiuence — The Reformation — Its effects actual and probable — Universities and Colleges — Brief historical sketch — Oxford — Cambridge — More recent UniversitiiS — Scotland — Ireland — Discovery of America — Its earl- iest institutions of Learning — Vast means of Superior Education in the United States — Shall Canada or Wes- ley uns be behind the age f — Discovery and Conquest of Canada — Early Jesuitism — Their missions and schools -^Settlement of Upper Canada — Early Methodism — American Revolution — Canadian loyalty — The place and mission of Methodism. The absence of religious truth and the prevalence of errop necessarily combine to make any system of education under A-1 10 such influences essentially defective. While, therefore, wo render just praise to ancient philosophers for their learning, and their ardent efforts to propagate their views, it must be acknowledged that at the commencement of the Christian era t lere existed but little in the way of education that can bo considered satisfactory, or that was really adapted to the wants of the masses. Then, and for long ages afterward, there was no provision for the moral culture of the multitudes. Schools of law and learning were established for privileged classes, but society in general was left to grovel in darkness, amidst debas- ing ignorance and injurious superstitions. The intr^rluction of Christianity produced a moral revolution, subversive of Jewish prejudice and heathen philosophy. By its own intrin- sic power and spiritual supremacy it was destined to refine the intellect of man, and create wants which it alone had resources to satisfy. When the sway of a deep religious conviction took Paul from the feet of Gamaliel and placed him at the feet of Jesus, it not only sanctified his learning, but it put in operation a principle which, while it lowered the pride of Grecian and Roman philosophers, was eminently ^tted to elevate the de- graded and suffering. The effects of Christianity, apart from the removal of philosophic error taught in the schools, were transcendantly thrilling. Athens and Rome felt their over- powering influence, and the wisdom of man was found to be foolishness with God ; that the Lord of all was no respecter of persons was seen to embody no mere impracticable theory, but a profound principle of practicable importance ; and St. Paul was appointed as the suitable agent for making it manifest through the wide range of his laborious travels. Had Chris- tian truth and Christian charity met with no obstacles or im- pediments, they would have speedily subdued the pretensions of philosophic pride, and would have raised the masses to a position of intelligence and dignity which no secular power could have destroyed. But alas for human nature and social progress, the con':!eptions of greatness and prospective advance- ment, indigenous to Christianity as a system, were not per- mitted to take root and spread from land to land, but were re- pressed by pious ignorance or diverted by sad admixtures of heathen vanity and self-sulficiency. Nevertheless, Christianity successfully sustained the conflict with autiquated systems of error, and the leading spirits of the Christian faith, t-o a certain extent, became the educators of *I the people in the countries where they laboured, and at the times in which they flourished. The religion of Christ fur- nishes the true idea of human education, and originates the motives which stimulate to exertion. It recognizes the physi- cal and secular wants of man, his natural tastes and instincts; but leads him up from all lower inclinations and aims to the summit of mental ambition and spiritual aspiration. It conducts from earth to heaven, enabling the subjects of its in- fluence to perform well the duties of life, and anticipate a joy- ful immortality. This may be taken as an ideal of education. It will necessarily be modified by circumstances, and iherefore in the early ages of Christianity we need not look for any such system of Universities, Academies and Common Schools as are found in the present times. It would be unreasonable to expect these amidst the conflicts of ages, and the shaking of national institutions. But this shaking " signifieth the re? moving of those things that are shaken, as of things that are made, that those things which cannot be shaken may remain/' It has been said that the first teachers of Christianity estab- blished no fixed institutions of education. They instructed men by preaching, but they were not likely to overlook the ad? vantages that might arise froiiji acadeniical tr lining and there- fore availed themselves of existing institutions. With these advantages were mixed many evils, apd some of the corruptions of Christianity itself may be traced to the schools of philosophy and secular learning which the Roman Emperors had estab- lished in the principal cities of the Empire. But in the an? cient academies of science and law, we have the germ of the subsequent University system; and these were at an early period established in Europe, passing from Gaul and Germany to Britain, not by that particular designation, but substantially of the same nature. Tfie great and destructive defect of these higher schools was not only in the fact that they were estab- lished without a comprehensive object, but that the common school did not exist. General education was neglected, and the masses left in secular ignorance, or could only be beneBtted to a very limited extent ; and it would be only natural if there came a terrible revulsion or direct opposition of the common people against institutions of learning. Thjey were seen to bo connected with idolatry, and supported by anti-Christian Em- perors and a superstitious priesthood. Coatroversig,! fury raged through long and dreary years, and when the tide of political 12 events changed the relative importance of places, those who had frequented institutions of learning from various motives, were drawn or driven away ; cities of great magnitude dwindled iuto insignificance ; schools of philosophy were broken up, and their professional teachers were scattered abroad. It was a life and death struggle for centuries. Heathen teachers re- established their schools. As Neander expresses it, " The old man struggled everywhere against the new creation," and to this did the saying of Christ relate, " I come not to send peace upon the world, but a sword," the sword of the Spirit; " and history has fully verified this prophecy, in the workings of Christianity among mankind." Hence the persecutions that raged, and the convulsive efforts to exterminate the faith of Christ. Oppression yields sometimes on grounds of state policy. The fieeble became strong and the strength would have endured, but for emasculating heresies and intestine strifes of Christian sects, whose opinions had been contami- nated by scholastic associations. With our views of Christian truth and religious liberty, we can but lament the grievous position of Christian affairs as they existed for centuries. We would throw a veil over the dark ages, but for the instructive lessons to be gathered from the past. We may see where danger lies. It is in every departure from the truth of God. It lies in the inability of the masses to appreciate and use their natural rights, and still more danger is seen in the assumptions of unsanctified intelligence claiming dominion over the con- science of the multitude, leaving uninstructed the rising youth. Ignorance and vice predominate, and schools exist only to train the priesthood how to fetter the human judgment, and pervert the teachings of God. Melancholy picture this ; but we must be true to history. When the Church became Papal, and while it continued so, education was misdirected and the mind maimed. Monastic institutions, numerous schools, extensive lib- raries, and missionary zeal contributed much toward the spread of Christian civilization, (if so we may then call it,) through- out Europe. Universities were established during the tenth century in various countries, and the Pope ratified their con- stitutions and statutes. They tended to the advancement of classical learning and general culture, but for many reasons they necessarily failed to realize the true idea of Christian education. Institutions of learning were stagnant reservoirs ; not living fountains from whence flowed the waters of sanctified tl 13 truth. It ma}^ be admitted that learning and liternture flour- ished during these dark ages, but they were employed not so much for the benefit of the masf-es of mankind, as for the pur- pose of enthralling the mind and binding the cont^cience of the people. D'Aubigne has well said, " the priest-ridden world sighed for deliverance," and in due time the Ileformation came. God had never left himself without witnesses, but now the power of man is broken, and the power of God asserted ; and therefore also, " there is a visible quickening and expansion of all the powers, intellectual and moral." Schools of learning shall have and hold their proper place. By the reformation, mind is emancipated, and the human race hitherto slowly progressive, shall more swiftly reach the goal of freedom and rest. Our own age and our own country feel the beneficial effects of that and subsequent reformations. Perfection is not yet attained, but the world will not go back to the lower types and standards of manhood and of progress. Canada will guard well its pri- vileges, and Wesleyan Methodists will sedulously watch over and nourish institutions which are eminently adapted to per- - petuate and augment the good and the true. It would lead us too far from our proposed aim, to give more than a very rapid survey of the general history of Col- leges and Universities. What has already been stated will suffice to demonstrate that they have always held an import- ant place in the estimation of profound thinkers in every age and nation. Heathen and Christian, Protestant and Catholic, all in their different positions, and with their widely varying views and opinions, have concurred in this — that it was neces- sary to establish, and to endow, high schools of learning. The in- ternal history of many of these institutions even in Christian lands is very far from pleasing ; but the principle and policy of sustaining them is not to be disputed. We merely refer- to the early establishment of Universities in France, as for in- stance those of Bologna and Paris ; their rapid spread through- out Europe, and their origin in England previous to the refor- mation. They increased in number afterward, and it was only for a season, amidst the convulsions and changes of society, that they were iicgleoted or opposed. Such seemed to be their pro- per position, their natural relation to advancing civilization and social progress, that in times of peace, and after a deliber- ate review of the past and present, and considerations of the «14 future, they resume their headship in the work of education. From authentic sources we learn that the earliest charter of privileges to the University of Oxford as a corporation is said to be the 2Sth of Henry III., and the first charter granted to the University of Cambridge as a corporation is said to be the 15th of Henry III. lu Huber's learned work on "The En- glish Universities," the author says, "As early as the end of the ninth century, Oxford was the seat of a school of the high- est intellectual cultivation then existing. By the end of the eleventh it had as good a title to be called a University as had that of Paris ; whether we regard the quality of its studies, or its inward organization. Nothing of the kind can be shown of Cambridge till after the twelfth century had begun ; but in the thirteenth she takes her place by the side of her elder sister." Something more than mere tradition connects the name of Alfred with the Oxonian schools, and he is justly celebrated as the friend of liberty and literature ; a patron of learning and religion. But Avhat a marvellous, eventful history these two great schools have had. Let us leave them for the present. In our own times we have seen the establishment and endowment of the University of Durham, and conterjpor- ary with that the University of London, which last was to have been the model of our own " National University." In Scotland, there are worthy of note, St. Andrew's, Glasgow, Aberdeen and Edinburgh. Ireland may well be proud of Dublin, and all have contributed to the national well-being, both morally and materially, and have become increasingly powerful and useful, through the invention of printing, and the consequent increase of general knowledge ; and in connection with the multiplication of parochial and common schools. The discovery and colonization of America is another grand link in the chain of providence, leading to prodigious results of an important character. Early in the history of America, institutions to promote learning were established. From Baird's History of Religion in America, we learn that " Harvard Uni- versity was the first literary institution established in the United States. It was founded in 163G-8, eight years after Massachusetts Bay, and eighteen after Plymouth was first colniizcd; so that there wcr3 not many mo. e than 5000 set- tlers at the time in all New England." " The second college founded in the United States was that of William and Mary, 15 at Williamsburpjh, in Virginia, in 1G93. The third was Yalo College, founded in 1700." Others I'ollowed, so that at the present time there are more than 120 colle;j;es of varied dimen- sions ; upwards of 50 tlieological schools, about 20 law schools, and 40 medical schools, some of these three last connected with existing Universities, and others, separate institution?. Altogether producing a prodigious effect on the mind and morals of the United States. Should Canada be behind other lands in her ability to cultivate science and learning, and bring up her sons to usefulness and honour ? Certainly not. Shall the Wesleyans of Canada be destitute of the means to train and educate their sons, to claim and occupy a fair share of the posts of honour, usefulness and emolument, which the country offers ? No, we have a duty to perform, and our interests, and permanent progress arc essentially identified with this duty. One hundred years before the establishment of Harvard University, and about forty after Columbus landed in America, Jacques Cartier sailed from Europe for adventure and national conquest. In 1534 he circumnavigated Newfoundland. The next year he left St. Malo with three small ships. Before sailing he received the benediction of the Bishops in the cathe- dral, and with his band partook of the Holy Sacrament. They reached the Gulf of St. Lawrence and passed up the Biver, to the place now known as Montreal. At that time the locality and adjacent parts were called Hochelaga. With the French power came the Romish faith. At this time Luther had burned the Pope's Bull, and when Cartier came to this country, the great Beformer had published the whole Bible for the use of the people. To counteract his power and influence, Loyola pro- jected, and soon after founded, the " Society of Jesus," or Jesuitism. French colonists formed settlements along the banks of the St. Lawrence. Priests and Jesuits are found in abundance, and the followers of Loyola carry out his designs, and formally establish schools of learning. Tiicir history is interesting; but we pass on to 1759, when the conquest of Canada was achieved under the valiant Wolfe. In 1774, when great and dangerous concessions were made by England to the great Jesuit power, the English settlers dissatisfied with the French civil law, and hating seignorial rights, removed westerly and founded Upper Canada, in the year when Legislatures were granted to each separate Province, John Wesley died, but 1() not before "Wesley find Methodism had ohiaincd a footing in Canada. Loycc liiid preached the "Word in 1790, and a Class was formed at that time, or in 171)1. Tiio influence of tho great religious revival of the 18th century pervades all England at this date, and is also rapidly {Spreading throughout America. The Kevolution there effected great ecclesiastical changes, and England liad acknowledged the independence of the United States. Canada remained an integral part of the British Em- pire, and now rejoices and prospers under the Sovereign rule of Queen Victoria. As Wesleyans our position and duty can- not well be defined without a review of the history and pro- gress of Methodism. Wesley and the system founded through his instrumentality, have a decisive place in the progress of British civilization, and it will be seen that they have had no small share of influence in producing and promoting educa- tional reform. \ i ^'1 L E T T E R 1 1 1 . The condition of England in the early part of the eighteenth century — Data for a correct estimate — The Universities — Their influence and utility — Rtform needed, how ejfect- (d — Providential indications — The Weshy family — 2^ heir education — John Wesley^ s training providential — Methodism and its educational efforts — Their national ejfects — The Universities liberalized — The London Uni- versity a necessity — The producing cause — Wesleyan and other ajljiliating Colleges — The Centenary year — The grand educational j)vojects of the period — The position of English Wesleyans as Educators — They need a Uni- versity — Dr. Dixon quoted — Dr. Rule's testimony — The Church in Canada — Our advantages — Our duty. Jackson's Centenary volume opens with the following elo- quent passage, " Few periods of British history are of deeper interest than the early part of the eighteenth century. The army under the command of the Duke ot Marlborough, had gained a series of brilliant victories on the European Conti- nent ; and at home philosophy and polite learning flourished beyond all former example. The discoveries of Newton filled IV- \ i^l tlie civilized world with astonishment ; and the compositions of Addison, Steele, Swift, Pope, and others have secured for that period the name of the Aunustan a«.'e of Entilish litera- ture. While these eminent men cceupicd the public attention, other agents were in a course of trainin*;, wlio were destined by l*rovidence to achieve victories jireater than 3Iarlborough ever conten)plated — victories over sin and brutal ignorance ; and to produce changes in the state of society more profound, momentous, and extensive than the most polished writers have ever been able to effect. At the very time when patriots and J)olitician8 were fired with the military success of the great General of the age, and gentler spirits were charmed with the smooth numbers of Pope, and the graceful simplicity of Addi- son, Mrs. Wesley, at Epworth, in obscurity, poverty, and sor- row, by her prayers, example, and assiduous instructions was forming the character of her sons, two of whom were among the principal instruments of reviving Christianity in its prim- itive spirituality and power." In this singularly beautiful paragraph there are a multitude of important facts stated or implied. We notice the strange combination and contemporaneous existence of unprecedented mental culture in high places, with degrading sin and brutal ig- norance among the lower orders ; yea, and even among the cul- tivated classes, *' Infidelity was extensively prevalent both in the form of downright blasphemy and of philosophical specula- tion;" while among the clergy there prevailed a withering coldness on all that savoured of spiritual godliness. A knowl- edge of the state of political opinion ; the relation of the Church and State ; the struggle between Papal notions and liberal views ; the condition in which Popery and semi-Popery has always kept the connnon people ; these, and other facts must be known and appreciated, in order to form a correct estimate of the nation in the beginning of the eighteenth cen- tury^. If there were immorality and illiberality in the great governing institutions of the nation, there were preceding and producing causes. The political parliaments, ecclesiastical es- tablishments, and University foundations, were all radically defective, judged by the standard now attained, or seen to be attainable ; but they were what was tJien possible. Deplora- ble as is the picture, now and tlien cannot be measured by the same rule, without injustice to the mind of the past. Still more unjust to the present is the position of those who w^ould IS brinp; us back to tho iisaiics and principles of the past ages. Aw inoli^ious and irios|)()ii!i)ibl(i educational monopoly will be found more injurious to our national interests, tlian an educa- tional monopoly allied to any thei)lo^ic standard in which is embraced the sole inlallibiHty of Holy Scripture. The deep degradation of the nati(ni oi' tiie eighteenth century, is a fact iuimitted and deplored ; but it would have been worse and lesss likely ever to recover IVom it, if it had not been lor the culture und influence of tiie great .seals of learning in 15ritain. If these did not produce the effect which now we deem possible, let us take warning, I'or therein we discern tho disastrous coh- wequences of mere secular and philosophic attainments, without ji sense of religious responsibility ibi" their public use ; and con- sidering that the Universities or at least most of the Colleges, were chieily devoted to the jtreparation of the Clergy for an Established Church, we see the tearful effects of thcologic cul- ture pursued for secular and political ends. Spiritual and vital religion could }>e but little known ; the people remained in ignorance and sin ; no liberal system of general education existed; and taking all tliese things into view, we agree with the few spiritually minded of those times, that the nation was on the verge of ruin. AVe do not admit that the l^niversitics were more than partially responsible for this state of society ; but we claim for them an important position as furnishing the means of national redemption, and as giving the men of mind and power, whose influence for good was then felt, und wliose learning and literature cannot be supplanted, but will be cher- ished and admired by the great and good of all ages. The very conditicms of royal bounty ane was born about 151)5. So that of tiie Helornier Wuslcy, it is said with ]»ro|)riety, " that liis ancestors appear rc^spectablo for l-Jtrninu^, eons})icuous for piety, and firmly attucluHl to those views of Christianity which they had fornicil froui the Sacred Scri[)tures." No Wesleyan should after this historic review depreciate learninir, and we can scarcely think that any will fail to acknowledge that our own Wesley, of precious memory, was fitted by Providence for his distinguished place as a religious reformer by his liigh education and thorough scholarship, and that his learning and logical skill were as truly providential as his deliverance from the fire wldch destroyed his father's dwel- ling. True, the Universities needed reforming, but it is easy to perceive that the necessary permanent reform of tliesc insti- tutions could come only from without. A gradual chatige in the character and constitution of the nation must be effected. That absolutely necessary change lias been brought about chiefly through the influence of Methodism, and now we live to see changes effected or proposed in the Universities them- selves, which will promote the dignity of the nation, and in- crease the power of Methodism itself. All denominations are constrained to acknowledge the truth of the statement as to the efficiency of Methodism, for they have bcon largely benefitted by all the modifications and changes which have transijired, whether political, intellectual, or moral. We trust the Wesleyans ox Canada are sufficiently acquain- ted with the history of Methodism to render any detailed proof of those facts unnecessary. The present condition of England and of the world cannot be accounted for, without including and acknowledging Methodism as an element of power in our national progress. Mr, Smith in his summary of the history of Wesley and his times, declares what his ample volume de^ monstrates, that " Methodism devised, promoted, or brought into operation most of the agencies which distinguish modern Christianity." Among these agencies he notices education. 20 r> ITc says, " Education lins been called the rjiiCHtion of tlie day. But what person of that time pivc it Kuch prounncncc, and devoted to it such encriiy as Wesh-y did ? Before he thou ancient Vniversities, is an honiaj^o to icli;j;iou;s liberty, and educational jtronreHM, the uradual,but certain result of that national prosperity and enli^htei\ed lib- erality whieli originated in the great revival of tlu; eighteenth century. Tlu^ Centenary year of Metiiodism, the grand issue of that grateful cebbration nnist not be omitted in this review of facts. In that honoural)le movement the first PLAfE as an object of vital consetjuenees to be attained, is assigned "To the erection and preparation of suitable prenjisos for the accom- modation of those Students, who nftvi' s'ltis/iu'tory evidence obtninnl Uif the Con/erciir(\ as heretotbre, of their sound con- version to God, their solid piety, and their Divine call to the Christian ministry, shall be received into the Wen/ei/dn Theo- logical Institution^ whether such students be designed for Home or jNIissioiiary service." So generously did the Wes- leyan Church respond to the call, that of the £210,000 freely offered to the Lord, £2-1,000 were appropriated to the Rich- mond Institution, £19,400 to that at Didsbury, and £2G,0()O were set apar'c for the " formation of u general endowment fund," while at the same time £5,000 was granted to the Wes- leya*\ Educational Committee. What we have thus set forth, represents, very inadequately what the Wesleyans of Britain are aoing in the work of edu- cation. Under their circumstances, and with their convictions tliey are necessitated to educate denominationally. They re- ceive State aid for educational purposes ; none lor their Theo- logical Institutions. Their schools, common and superior, arc open to all, but are conducted on strictly Christian principles. They are raising up a noble race of teachers, and the taught are counted by thousands. The intelligent piety of the con- nexion is increasing throughout the nation, and the schemes of Wesleyan education are felt to have an important bearing, not only on Wesleyan progress, but on national growth, and the material and moral development of the national resources of strength and power to bless the nations of the earth. Other denominations, and even the Established Church, emulate the exertions of our own body, so th.it secular education and reli- 22 gious culture arc seeii hand in hand. There is fulfilled the wish of the Wesleyan hymn, '<• " Unite the pair so long disjoined, f Knowledge and vital piety ; Learning and holiness combined, And truth and love let all men see, In those whom up to Thee we give, Thine, wholly Thine, to die and live." In Canada we have what the Wesleyans of England need, a Wesleyan ITniversity. Victoria College is an institution in- dispensable and inseparable to our interests and progress as we design to show. Meanwhile let us cite the opinion of a ven- erated niitiister of the British Wesleyan body in reference to the necessity that is felt to exist for an English Wesleyan Uni- versity. His words will have weight in Canada, for he was our President in 1848. Dr. Dixon argues for the establish- ment of a National College, in which the sons of Wesleyans may receive an University Education. In his sermon on the occasion of the death of the llev. Thomas Galland, M.A., he eloquently remarks on the peculiar advantages that lamented minister derived from his connextion with Cambridge, and in a note observes, " The Methodist body will never do justice to themselves, or to the cause of religion in the world, until they establish a Seminary of learn mg for the youth of their people, by whatever name called, analogous in design and advantages with one of the National Universities. That is to give an ed- ucation on the scale of universal truth at once literary, scientific, religious and national. We reiterate the latter national. The writer is most anxious to see the body with which he is him- self connected free from sectarian bigotry, the animus of anti- national feeling; and to act as far as the nation is concerned, on broad English sentiments and principles, and toward reli- gious bodies in a really catholic spirit. We must contemplate all our duties, interests, and institutions, under the impression that we are a Church of Christ. But a church cannot be merely rpiritual, it has it's platform on earth, is associated with other churches ; necessarily exists in civil society, and stands by the side of the institutions of the state ; it is under great obligations in all these relations, and is bound to act on the principle of being the friend of all, the enemy of none. This being the case, it becomes our duty to form our institutions on 23 the principle above mentioned ; and one of onr wants, and that of the most pressing nature, is that of a University. Jf this cannot be provided, we nuiy make up our minds to lose the elite of our youth. It is impoiesible to jn'cvent young men of genius, athirst for knowledge, if posscf-s-cd of property, to seek for themselves the means of gratifying their tai^te out of our own body, and it is equally impof-f^ible to prevent their entire alienation from us. We have been so\\iiig the seeds of reli- gion and knowledge lor a century, but others in a great meas- ure have reaped the harvest. In every period of our history the wealthy Methodists, and many of our Ministers, have been induced to gend their son,-: to Oxford and Cambridge, some with a view to prepare thtni for the Ministry of the establish- ment, and others ior civic employ nienls. We have no right to find fault with this, while we sue altogether without an edu- cational institution competent to confer a scholarship in some respects at least, equal to any in the nation. The impression is deep in the mind of the author that nothing but a provisic n of the sort mentioned can po.ssibly preserve the respectable youth of the body. Nay, more, the great probability is tliat the secessions of the cla^s referred to, will be greatly augmen- ted. Temptations and alhnenients are constantly being held out to young men of respectability, of high patronage, in case they will enter the Universities, preparatory to their obtaining orders in the Established Church. Nothir.g can so efteetually check this as the existence of a University amongst ourselves. The beginning of such an enterprise may be surrounded with difficulties, and for some time be extremely imperfect in its organization, as well as limited in its operations. This must be the case with all new undertakings. Oxford and Cambridge did not spring into being at once ; a first stone was laid, a first lesson given, a first endowment conferred. The present gener- ation of Methodists have the means of taking the first step, if they choose. AVhether the dangers attendant on sli- ding their sons to Oxford, with the probability of their being indoctrinated with the Puseyite heresies, and ultimately swell- ing the ranks of Popery, will be sufficient to move them ; or whether some other leaven of lieterodoxy and apostacy nmst bo waited for, it is difficult to say. But one thing is certain, namely, that if they refuse to take the precautionary measure of providing the best possible education amongst themselves, then their children will infallibly be alienated from the reli- •Zi I ^ious system which they have proved to be so beneficial to themselves." " It is a matter of thankfulness that some steps have been taken in the right direction. The two branches of the Theo- logical Institution for the education of the young ministers of the body, secure a theological trainiug, which will have a pow- , crful collateral as well as direct influence. The Sheffield Grammar School, (now a Collyge) and the one recently estab- lished at Taunton, arc also movements of great promise. It is indeed the natural order of things, that a church which has had to create its own status in these respects, should be obliged to labour long in the drudgery of preparing themselves and their people for a wider field. The time has now come when this should be attempted." These wise suggestions were uttered by Dr. Dixon iu 1843, seventeen years ago. In 1846, the llev. Dr. Rule published a small work on Methodism, unsurpassed for its clearness of style, its independent liberality, and its noble Catholic senti- ments. The work is entitled, " Wesleyan Methodism regarded as the system of a Christian Church." Dr. Kule when writing on the " Institutions" of Methodism, refers to those of an educational character, and says, '' our more affluent members have begun to follow this example, by erecting extensive, not to say magnificent institutions, where their sons are prepared for the sphere of life in which they expect to move hereaftei", and during the prosecution of their studies, have the full advantage of pastoral oversight and care. Wesley College, at Sheffield, takes the lead at present, and promises to be worthy of the name it bears. The students graduate in the University of London ; but the author hopes, and he thinks that the same hope is be(;oming general, that ice shall soon have in England a University of our own. Our destitution in this respect cannot but be acknowledged and lamented." Since the time when the above sentiments were promulgated, the educational work of Methodism has vastly increased, and facilities for University honors and degrees have most wonder- fully opened to Wesleyans and others, but it may yet be ques- tioned whether any such changes have been effected as to render unnecessary a thorough Wesleyan University, on the basis of liberality and nationality which the worthy Doctors suggest. As to ourselves in Canada, such a University we have. The •encumbrances of a church establishment in Canada through ail D\ wj Wesleyan watchfulness were early prevented, but it remains to bo seen whether our free and Christian College shall receive that support which it deserves, and to which it has just claims. It must be sustained vigorously and promptly . L ETTER I V. Canadian progress — Chief Justice Robinson quoted — Useful- ness of the early Methodist preachers — Defended by Mouse of Assembly, 1S2S — Increase of population — Gen- eral prosperity — Methodism — Its growth — Increase— Ex- tent — Connexional responsibility — Church completeness — On a par with any — A power in the State — What is the State — What our relations to it — Obligations of the Church — Education of the State one of its duties — Ben- efits considered reciprocated — Power gained — Used for the good of the State — Our College indispensihle — Ow" work connexional for general advantage — What next f The proceedings and suecess of Canadians at the Great Ex- hibition in England in 1851, and at a similar Industrial Ex- position in Paris in 1855, may be regarded as events of great importance to this country. Canada became better known in every respect, and when known was regarded as a country des- tined to achieve for itself a prosperity unprecedented, and shortly to attain a position of eminence among the nations of the earth. Without those causes of sudden growth which ex- isted in Australia and California, Canada has attained a pop- ulation and wealth most extraordinary. In the decennial period between 1841 and 1851, the numerical increase in the two provinces was G9 [ler cent.. Upper Canadu itself increasing 104 per cent. The wealth of the provinces has augmented in a still greater ratio. No candid person can review the past without astonishment and gratitude. In 1840 Chief Justice Robin&jn said : — " There are people in Upper Canada still living, who saw it when it contained not a cultivated farm nor any white inhabitants, hut a few fur-traders and soldiers, and perhaps ten or a dozen French families on the south side of the Detroit llivor. I can myself remember when its population was estimated at less than 80,000; in 1812 it was supposed to 26 b« about 70,000; in 1822,130,000; and in 1837 the ceusui Bbonred a population of 306,000 ; but all the townships were not then returned. The number I suppose to amount now to Bomething between 450,000, and 500,000." The years be- tween 1820 and 1840 were eventful years in many re«pects. It was during that period that a great struggle occurred between the abettors of prelatical dommancy and the friends of civil and religious liberty. An attempt was made to settle a re- ligious establishment on the country either by force or fraud, and the most egregious misrepresentations were made to the crown and government of England with a view to depreciate the character and standing of Ministers called Dissenters, and of the Methodist Ministers in particular. There were -^^ us in that day men well qualified to defend the character and con- duct of their brethren, but probably the best defence of the Methodist Ministry was published by the Upper Canada House of Assembly in 1828, which had, by a vote o( 22 to 8, adopted the Report of the Select Committee appointed to investigate the question at issue. The report says : — " To the disinterested and indefatigable exertions of these pious men, this Province owes much. At an early period of its history, when it was thinly settled, and its inhabitants were scattered through the wilderness, and destitute of all other means of religious instruc- tion, these Ministers of the Gospel, animated by Christian zeal and benevolence, at the sacrifice of health, interest, and com- fort, carried among the people the blessings and sanctions of our holy religion. Their influence and instruction, far from having, (as is represented in the letter of Br. Strachan) a ten- dency hostile to our institutions, have been conducive, in a d^ee which cannot be easily estimated, to the reformation of their bearers from licentiousness, and the diffusion of correct morals, the foundation of all sound loyalty and social order." If the Methodists had not succeeded in this struggle for liberty, liberty not for themselves only, but also for all classes and sects, who can conjecture the mischief and misery that must have ensued ? The anarchy and jealousy would have been intolerable and ruinous to the best interests of the country. The position taken by the Wesleyan Conference was a scriptu- ral and loyal one. The course pursued opened the portals of the country to thousands, who, weary of the burdens of an Establishment, could find in Canada a home of freedom, and a church of liberty. Thousands since born in the land have been 27 brought to the knowlege of the truth. The extension of the Gultivated parts of the province, and the spreading out of new townships have found Wesleyan Ministers true to their Chris- tian instincts, and ready every where to unfurl the banner of the cross, and encourage the toiling woodsman in his conquests over the forests of the land. We may admit without hesita- tion or jealousy what other churches have done, but we claim for the Methodist Ministry and people a chief agency in pro- ducing our present national prosperity. We recur once more to the progress of Upper Canada. The population in 1851 was 952,000; what it now is cannot be stated with accuracy, but is probably about 1,500,000. Few persons only can take in at one view the true condition of thia great and growing country, and its comparative progress. The number of children attending our common schools in 1858, ex- exceeded the whole population of 1832 by nearly 28,000. The school-houses of Upper Canada in 1860 would contain the whole population of 1834, a fact which contains something more than the mere numerical increase of 26 years. Four of our principal Canadian cities now contain a larger aggregate population than was spread over the whole of Upper Canada in 1830. That the people have been industrious and economical is proved by amazing accumulation of property — augmented exports and imports — vast improvements in modes of inter- communication and international intercourse — and in the un- limited resources at our command for the profitable employ- ment of capital. The general order and contentment which prevail, are the fruit of our religious institutions ; but they also show that the people of Canada know how to appreciate and use their political rights ; and the municipal institutions which are the glory of our land, and which serve to bring into active service the growing intelligence of a self-governing people. Our valuable school-system employs some of the best talent in the land, and creates both the demand for and supply of the best juaterials of good government among an intelligent population. The character and mission of Methodism as described in the report of the Select Committee of the House of Assembly in 1828, has been justified and verified from that date to the present time. Many of the pioneers of evangelical Christianity now rest from their labours ; but their places have been occu- pied by others animated with the same spirit of zeal and love, and the statistics of our connexion afford ample evidence of 28 steady progress in numbers, piety, and intelligence. At the Conference in 1830, there were G2 travellinn^ preachers, and 11,348 members. In 1840, there were 10,354 members, and including the supernumeraries there were 112 preachers. In 1850 the number of members under the care of the Canada Conference was 25,042, and the number of ministers not in- cluding the supernumeraries, 154. In 18G0, our members will probably number 55,000, and the staff of effective ministers will be over 400. The Canada Conference now includes not only "Western Canada, but also the Eastern Canada District, the Hudson's Bay Territory, and the new colony of British Columbia ; its ministers and missionaries spreading over a larger area of the habitable globe than those of any other Con- ference in the world of its age. There are in Canada several thousand Methodists not connected with the Canada Confer- ence ; these may at some distant day form a closer fellowship with us; for although at least partinlly antagonistic, they are nevertheless proclaiming the same doctrines, and are governed substantially by the same discipline. Taking the membership of our body at 50,000, there cannot be less than 300,000 more or less under our influence, or sub- ject to our teaching. A mighty host, involving great responsi- bilities on both sides. The ministers and members cannot too closely consider these responsibilities. They are manifold, and permeate the whole of our relations to society, to our families, to other churches, and to all men. We have cited evidences of national progress ; it is with honest emotions of gratitude that the writer affirms, to Wesleyan JMethodism Canada owes much of its external safety and internal prosperity. Every year the position of the body becomes more and more import- ant. The power of the municipalities, the electoral franchise more widely diffused, the school system in all its ramifications and practical operations, all the functions of social and general government, require the continued sway of moral and religious principles, and the controlling influence of superior education. Our exertions for the public good have materially tended toward the attainment of the position we nationally occupy, and we take our share of the advantages arising from general prosperity. We have "preached righteousness," and it is righteousness which exaltcth a nation. In the discharge of duty, we have accumulated power, and we have to consider how best to employ our talent for the conservation of what is 20 good — the repression of evil, and for the advancement of our connexional interests. For, consider further, Methodism is not in its infancy. Compared with what it may become, it is diminutive ; but it will always possess the vigour and elasticity of youth, combined with the lirmness' and experience of age. We have all the Fcripturally constituent parts of a complete Church of Christ. Our prudential regulations are sufficient for all present pur- poses, and there are but few amongst us who would wish to to propose any organic changes in the constitution of the Church. We are prepared and e(|uipped for a continous war- fare against the Satanic enjpire, and to build up a glorious superstructure of moral beauty and Christian symmetry. The Methodism of Canada is an experiment, it is a success. It is a fact to be looked at and acknowledged, if not admired. It crouches not before earthly powers, asking leave to live and speak. It claims equal rights and privileges with others, and stands on a par with any other church. Methodism is a power in the state, and although strictly spiritual in its organization, cannot divest itself of material and secular relations. The religion of the country is the soul of the country, but as the soul of man acts through a physical organization, so our religion in its power and authority operates for the good of the country through our political and educational institutions. The Church and state cannot safely be disconnected ; they have separate and distinct functions, but they have mutual relations, and proceed together most harmoniously for the good of the whole, Avhen each understands and honestly performs its separate duties If it be asked what we mean by the State, we answer in the words of Whewell, " By the state we mean the community, as the source of the reality of rights. The State implies a col- lection or aggregation of men ; but it is not a mere collection, like a herd of cattle, in which there are no rights. The State implies society ; but not a voluntary association ; for the State is a necessary society ; man cannot exist out of such a society. The State implies rulers and government ; but the rulers and the government are not the State ; for the State may change its rulers and mode of government, and yet remain the same State. The State implies laws ; but the State is not the laws; it is the origin and enforcer of the laws ; it is the being whose mind and voice the laws are." And further, Whewell observes, " Since the State is thus a moral agent, we may apply to it the ao \i rules of duty nnd the doctrines of morality, which we have already established. The State has its duties; duties of truth and justice as all agree." "And, as the condition of other duties being performed, the moral education of its citizens, and consequently of itself, is a duty of the State. It is its duty to establish in the minds of its children, and to unfold more and more into constant and progressive operation, the moral ideas of benevolence, justice, truth, purity, and order." " Thus moral progress is the duty of States, as well as of individuals. States, like individuals, have a continuous existence ; a series of purposes and actions ; a connected course of being ; a life. During this life, it is their duty to conform their being more and more to the moral ideas ; and this duty extends to all their actions, and all times of their actions." Due reflection on these points will serve to show why we speak of Methodism as a power in the State, and hence also may be discerned the utility of Methodism, in promoting the moral cultivation of the State. It has duties of its own in the State, and towards the State. Having all the functions of a Church, it has all the obligations of a church. These it regards and fulfils in part by the cordial support it may give to an educational sys- tem which the State provides, and which recognizes tne moral sanctions of the divine law. But Methodism, in its corporate capacity is bound to make provision for the culture of its youth in the highest sense, that according to the views entertained of personal duty and moral responsibility, they may fulfil those duties, and occupy those offices in the State, for which they may become qualified. The Methodist who decries human learning, and repudiates superior education or the body as such, would denude the system of its power, and exclude its children from the occupation of positions of usefulness and honour in the State. On the other hand, we aver that the prosperity of the State which flows from Methodism should flow to Methodism, and through Methodism to the whole body politic. Such an institution, therefore, as Victoria Col- lege cannot be dispensed with. It must be upheld ; by voluntary eflfort of the body exclusively, if that be the policy of the State ; but if the policy of the State combines voluntary effort and public support, then they are justly entitled to an equitable share of any State appropriation set apart for the purposes of superior education, who provide the means of a thorough literary training for all, irrespective of creed, m which, nevertheless, meets the wisheb of those who prefcf denominational supenusion. This last is not the ami of our argument, but rather, as we have said, to awaken in our own people a sense of responsibilty in reference to collegiate training as one of the essentials in the progress and permanency of "NVesleyan Methodism. The writer is deeply convinced that the present time and events may be con- sidered a crisis in our denominational history. We must do our own work in our own way. It must not be left to others. As the Kev. Jonathan Crowther has well obser\'cd on a simi- lar subject, " with the prospect, which it will be wise on our part to consider, that the tfork thus done hij others in our stead will be done at an expense to ourselves^ which, to say the very least of it, will not be likely to leave any balance, in our favour ;" — with such a prospect of loss, what ought the Methodist Church to do ? We shall answer shortly ; but in the meantime, let us review what our fathers and brethren have done, and consider the principles on which they estab^ lished Victoria College. Letter V. Upper Canada Academy, when founded, and whj — Its neces- sity — Fundamental principles — Conference action — The Academy opened — Its progressive usefulness — Great changes in the cx>untry — Educational advancement — ^ Reasons for the change from an " Acadcnv/^ to a '' Col- lege'^ — Justlfiid and defended — The educational princi- ples of the Canada Conference vindicated. , -i Athou«fh our notices of the history of Methodjgm in En,i:;land and in China have been exceedingly brief, sufficient evidence has therein been adduced to show its bearing on the general progress and educational advancement of both countries. We design in this paper more paiticularly to direct attention to the special efforts of the Canada Conference in providing the means of superior education, and to state some of the reasons which, in our opinion, justify the coarse which has been pur* sued. It is scarcely possible to overrate the wisdom and policy of the Conference in its project to establish '' Upper Canada Academy ;" nor can we withhold a warm tribute of gratitude I!-" to the niiuisiers aud friends of that period, who courageously met and overcauie 80 many difficuhies, and were ready to make so many sacrifices for the attainment of their laudable purpose. If with our present organization and various facili- ties of intercourse we have to contend with hindrances, what must have been the case thirty years ago ? Review the facts already adduced, in reference to the population of Canada, and the Methodism of Canada in 1830, and then judge of the sagacity and christian zeal of those who in ' hard times' laid the foundation of a high academy for the youth of loth sexes, and who persevered until they completed the superstructure, and honourably commenced their career of usefulness. The Grammar Schools of that time were few and far between, aud many of theui were in the hands, or under the control of per- sons who were exclusive in their views ; there were very few private seminaries, and most of these were only local in their benefits. There was a necessity for a good and trustworthy academy, which should be established on Christian principles, accessible to all of every creed. Common sense alone is neces- sary to perceive the propriety of denominational supervision and responsibility for such an institution ; and common honesty will admit, that the Methodists, considering their character, numbers, usefulness, patriotism, and zeal, were worthy of con- fidence and patronage. Preliminary steps had been previously taken, but at the Conference of 1830, a constitution was adopted for the " Upper Canada Academy," and a Committee appointed to *fix the location.' In the Pastoral Address of that year, the subject is urged upon the attention of the Church. The manner in which that is done must commend itself to the hearty approval of the present, generation. The Conference clearly defines the nature and purpose ^ of its educational scheme. Mention is made of a few ' important avxiliaries to the cause of religion, which deserve serious attention as well as zealous support and encouragement.' Among these is a seminary of iducation, where youth may be trained up in the knowledge and obedi- ence of God, and at the same time be faithfully instructed in the various branches of human learning, which the present state of society renders essentially necessary, in order to re- spectability and usefulness, and for the proper and successful discharge of the duties of the different stations of life to which Providence may call them. The plan of this institution will 33 bo Inid before you ; nnd wc liopo and pray that it may meet the warm and liberal support of all our brethren, and of all who feel friendly to the promotion of education among the youthful part of our po^alation.' No reeord of progress ap- pears in the printed Minutes of 1831, but in 1832 it was re- solved, * That this Conference recommend to its members, and to their brethren the local preachers, to appropriate during the ensuing four years such foes as they may receive for the cele- bration of matrimony, to the erection and use of the Upper Canada Academy.' Considering the scanty allowances and many pecuniary deficiencies of those times, the proposition was thoroughly Christian and patriotic, worthy of our pioneer fathers and brethren. The discussions and decisions which led to the first union with the British Conference commenced this year and terminated in 18l;^3, but the great work of pro- viding suitable means lor the literary culture of our youth was vigorously prosecuted, and the sentiments of the Conference were more fully developed in the Pastoral Address of 1835. In that valuable document it is said ' Special attention should be directed to the religious instruction of the rising generation — a most important duty, too much neglected. Among the youth of our country are its future magistrates, judges, and pastors. * Inseparably connected with the religious instruction of your children stands their literary education. Education to ■ the mind is what strength is to the body ; it is its power to do good or evil ; for ' knowledge is power.' To furnish the jans of education to the rising generation, and especially to the youth of our own Connexion, we therefore consider our duty as a Christian ministry. In this we imitate the example of the venerable Wesley, as well as the prophets of the Bible and the fathers of the Church ; and in this important branch of duty we entreat your active and combined co-operation. We are happy to be able to say that the buildings for the Upper Canada Academy are nearly completed. We trust the institution will soon be open for the reception of pupils. We believe it will be the means of educating many who will become school teachers themselves, as well as of imparting a solid edu- cation, vpon religious principles, to very many youths of the province, especially of our own Connexion.' After the ' Academy' was opened, and its work fairly begun, the Confer- ence embodies it3 convictions in language yet more definite and impressive. The Pastoral Address of 1837 says, *It is perhaps B-1 hardly necessury (or us to remind you of the vupt importance of the Upper Canada Academy, both an it regpectn the Church and the general interests of the community. The prosperity of this institution especially involves the character of our cliurch, is closeljf allied with our permanent advancenieiit, and is essential to our exerting that influence over the public mind, which interest and duty alike impel us to obtain and to cherish. This institution, we are happy to s.iy, is rapidly and justly rising in the public estimation ; and while you consider the subject of education in general to be one of great importance, you no doubt feel with us a peculiar interest in promoting it through this medium.' In subsec(uent Pastoral Addresses gratifying statements are made of the success of the institution, and the peculiar blessings of a spiritual nature which God bad graciously bestowed. During the years of its existence as an Academy, it accom- plished much good, gave a sound education on a religious basis to hundreds of youth of both sexes. 3Ieanwhile the country is rapidly rising in importance, having survived the shocks of political agitation and rebellion. As after a thunder storm the atmosphere becomes purer, so in Canada sounder principles of constitutional government are brought into operation, and with those a more clearly defined and extended system of Com- mon School Education. These measures of government did not render unnecessary the means of superior education which had been provided by the wisdom and liberality of the Metho- dist Church ; but it did appear expedient to enlarge the plan and purpose of the institution, which while it should maintain its religious and denominational character, should al^ advance its standards of literary culture, and possess the power of con- ferring degrees. After due deliberation, the institution was incorporated under the nr^fne and style of ' Victoria Col- lege,' with the usual powri and privileges of a College; thus providing for our youth within our own native or adopted country, all the facilities of both a liberal and English education.' At the time when this change was effected, some doubts might have been entertained as to its propriety, lor although great improvements had been effected in the public system of general education, it was still imperfect and untried. Since then, how- ever, extraordinary progress has been made, and the numerous grammar pchoojs of the country possess a standard and means of Ipduoation equal to that of the " Upper Canada Academy,' and 15 therotorc whatever doubts might once have been held in respect to the change eflfectcl, most people will now accept it, as evinc- ing great I'orcsight and profound wisdom. Independent of general educational progress, there were other reasons for the change, existing in the detective collegiate arrangements of the country; nor are these reasons enfeebled, but rather increased by all the legislation of past years. The Canaida Conference has uniformly and consistently maintained the principle that education to be truly bcneBoial and permanently useful, must be associated with the knowledge of God as revc.ued in the Christian religion. It has expounded and enforced tlio ideal of an orthodox Christian Education. It was so in the original scheme for the establishment of the Upper Canada Academy, and is exhibited with equal force ia nil proceedings relating to the University of Victoria College. The Conference can never diverge from its Christian pro- gramme. But that involves the necessity of denominational control. Where there are diversities of religious opinion ex- pressed in denominational standards, it is impossible that there should be unanimity of sentiment as the practical applica- tion of educational theories. All who acknowledge the authority and inspiration of Holy Scripture, may concur in accepting a general scheme of education established on that basis, because the youth brought up under its operation, do for the most part remain under parental and pastoral oversight, and have the benefit of denominational Sabbath Schools. But when the question of superior education in College Halls for University degree? is touched, it is quite obvious that the teaching, to be Christian, must be denominational or under the control of some responsible religious body, for the simple reason that the aggregate Christianity of the country is embodied in the vari- ous Christian sects, all having equal rights as to their senti- ments and modes of operation, and all being convinced that as Churches they are under a Scriptural bond to make provi- sion for a complete education of youth, to fit them for the efiicient discharge of those duties to which they may in the Providence of God be called. To banish religious exercises and the moral lessons of Scripture from College halls, is a re- nunciation of God's authority over the human mind, and is at the same time baneful in its influence on the soul, because it is religious truth received, which gives freedom to mental action, and promotes intellectual culture. 36 i Assuming for the present arguiicnt that a Government or a '.' Parliament should control educational funds, then the rights ^ of persons, who are careless about Christianity and who pre- l fer no-religion in colleges, may be respected, although they con- . ititute a small minority in the state; but it is a sad perversion of power on the part of those who are the organs of the state, and , who legislate for ihe state, to repudiate the opinions and claims of nineteen tTventieths of those who constitute the state. Yielding to the senseless dread of sectarianism, the Christian religion is practically abolished, and finds lodgement in the mind, only by accident or by some process external to the sys- tem. This accidental alliance of Christianity with Education has never been the policy of the Wesleyan Conference in Canada. They believe in Christian education, and being per- suaded that Wesleyan Methodism is a true and efficient exponent of Christianity, they deeply feel that upon them rests the responsibility of sustaining at least one University and College in the fullest sense Christian, open to all, but with the distinct proclamation of its Wesleyan type. This course has had the high sanction of the Parent Coritierence. In 18.^7 the address of that body contained this weighty paragraph, ' Your anxiety to promote the religious education of your youth, and the noble efforts you have made for the accomplishment of your wishes, are highly honourable to you and gratifying to us. We cannot, however, too strongly express our opinion of the absolute necessity of maintaining the strictly religious and Weslei/an character of all your literary institutions. You are, doubtless, with us, coiwinced that the real and permanent ad- vantages of education depend in a great degree upon its asso- ciation with sound, moral, and decidedly Christian principles ; and we trust you will recognize this very necessary connexion in all your academical arrangements,' The American General Conference of 1840 addressed similar sentiments to our Con- ference, and these are published in the minutes of 1841. A brief quotation, with such influence as is connected with the names of the Bishops, Roberts, Soule, Hedding, Andrew, Waugh, and Morris, cannot be considered out of place here. The address says, * The cause of education, over which, as a church, we had too long slumbered, has more rece jtly engaged our particular attention. Convinced, as we are, that sanctiHed learning is the handmaid of religion, and that it is deservedly ranked among the most efficient instrumentalities of moral and 37 religious improvement we have taken it under our supervision in no less than twelve Collegiate and thirty Academic Insti- tutions, (since largely increased) the management of which has become so interwoven with the gi'eat plan of our itinerancy^ as to form a prominent feature of its very organization.' tir J Let ter VI. Denominational Colleges — Only sound theory — Dr. Thomson ^ of Ohio, quoted — The Girard College— Quotation from Mr, -i ' Girard' 8 will — The Montreal Witness quoted — Daniel Webster 8 argument — His opinion — Bigots and sceptics cry Sectarianism — General inference as to the duty of the Conference. — Note, Dr. Ryerson quoted. The course pursued by the Conference in establishing the Upper Canada Academy, and subsequently in obtaining an University charier must commend itself to the Church and to the whole community. But more especially will all approve of the decidedly religious character of the institution. Its avowed Wesieyanism, as to responsibility and supervision, has secured for it public confidence and support. A religious in- stitution must in the nature of the case be denominational, and those institutions of learning whose projectors shall discard religion as an essential element of education, will be found, not only untrustworthy, but most certain to fail. Victoria College stands upon the right foundation, as to its religious character. If any persons of our church feel any sensation of pain or emo- tion of fear when it is declared to be a Methodist College, we candidly confess that we have no sympathy with such feelings. We are proud to claim Victoria College as a "Wesleyan Institu- tion, and challenge proof that it has ever been other than Christian and Catholic. In this the Conference has no change to make. We are doing a great work for the whole community on the principles of universal Christian Charity. We are not, and never have been sectarian in the oiFensive sense of that term. Every member of the Conference or of the Church in defending the College might very honestly appropriate the language of Dr. Thompson, of Ohio, used by him in one of his most valuable educational essays ; — thus — * I could put up,* 38 cries one, * with a religious college, but not a sectarian one.' * Sectarianism I abhor as much as any man ; it is a brainless, heartless monster, begotten of ignorance and pride. I wish it were dead. There is no ground for it in the Scriptures. It is at war with both the law and the gospel. If I were to preach against it, I would make the whole New Testament my text. It cannot live in the presence of Jesus, whose spirit and conduct, whose parables and prayers, whose law of love, and death of agony, all speak, through and through, of universal and impartial benevolence. But we must distinguish between a sectarian and merely denominational institution. The one is set up merely to promote the interest of the sect, and it shuts out all who are not of that sect, or will not submit to the machinery judged necessary to make them so. The other is set up for the benefit of all who choose to avail themselves of it, and without requiring a conformity to any thing more than reasonable regulations for their education and government. It is instituted by a particular denomination as a matter of con- venience. It demonstrates her willingness to do her share \u the great work of Christian education, and provokes sister Churches to do likewise. In this way the energies of the whole church can be best brought out and applied, and her children can be committed to her educators with the greatest confidence. The fact that a seminary is under the sanction and control of a certain respectable ecclesiastical body, gives the assurance that it will be well managed and sustained, and thus attach to it a patronage, and secure to it a permanence which no college, controlled by a merely local corporation, however excellent, could command.' So wrote one of the wisest and best of America's educators, and the spirit and principles therein defended have always governed the decisions of our Conference in relation to superior education. It will be in the recollection of many that when the condi- tions of Mr. Girard's bequest for the institution and endow- ment of a college in Philadelphia were published, a thrill of horror was experienced by every right-minded person in this country as well as in the United States. The testator said, * I enjoin and enquire that no ecclesiastic, missionary, or min- ister of any sect whatever, shall ever hold or exercise any sta- tion or duty whatever in the said coll^ ; nor shall any such person ever be admitted for any purpose, or as a visitor within the premises appropriated to the purposes of the s^id college.' 39 I % When the institution thus bound was opened in 1847, the Montreal Witness contemplated it with distrust, and gave it the heavy stamp of its disapprobation. But what is remarka- ble, the Witness regarded Mr. Girard's plan, and a Government plan without religion as substantially similar. The editor asks, ' What diflFerence is there between Mr. Girard's plan and a State system, which excludes religion ?' Of course there is no difference in principle, and any college without the religious element as a part of its daily duty must be viewed with suspi- cion. We do therefore most cheerfully subscribe to the opinion of the Witness when the editor thus affirms in January 1847, * That all education should be conducted by converted men ; and that the supervision op the Evangelical Churches is the best guarantee for the character of its teachers.'* Who can account for the preseni bitter opposition of the Witness to Wesleyan education ? Are we not Evangelical ? Daniel Webster was seldom more eloquent than when he de- nounced the conditions of Mr. Girard's will, as a shameful and unwarranted attack upon the ministers of the several churches, as a violation of Christian principles, and contrary to the spirit of the laws. The great orator and statesman maintained that the bequest could not be received as a charity. He said * I do say, and do insist, that there is no such thing in the history of human law, as charity — a school of instruction of children from which the Christian religion and Christian teachers are excluded as unsafe and unworthy intruders. Such a scheme is deprived of that which enters into the very essence of human benevolence, when that bene- volence contemplates the instruction, that is to say, religious knowledge, connected with human knowledge.' ' It is idle, it is a mockery, and an insult to common sense, to maintain that a school for the instruction of youth, 'from which Christian instruction by Christian teachers is sedulously and vigorously shut out, is not deistical and infidel both in its purpose and tendency. I insist, therefore, that this plan of education is in this respect, derogatory to Christianity, in opposition to it, and calculated to subvert or to supersede it.' Take another sen- tence in defence of our own practice and principles : ' Would not a prudent father rather sends his child where he could get instruction under any form of the Christian religion, than whore he could get none at all ? There are many instances of institutions, professing one leading creed, educating youths of 1 H..;i 40 different sects. The Baptist College in Rhode Island receives and educates youths of all religious sects, and all beliefs. The colleges all over New England differ in certain minor points of belief, and yet that is held as no ground for excluding the youth with other forms of belief, and other religious views and sentiments. So Avith the Methodists, and other denominations.* There was great sensation in the Supreme Court of the United States when Daniel Webster concluded his great speech of three days. We cannot quote the whole preroration, but we will not omit a few sentences, they are worth studying in these times of error and misrepresentation. He baid ' I look for no good whatever from the establishment of this school, this college, this scheme, this experiment of an education in " prac- tical morality, unblessed with the influences of religion !" In my opinion, if Mr. Girard had given years to the study of a mode by w' 1'^ ho could dispose of his vast fortune so that no good could ai. o the general cause of charity, no good to the general cause oi learning, no good to human society, and which should be most productive of protracted struggles, troubles, and difficulties, in the popular councils of a great city, he could not so effectually have attained that result as he has by this devise now before the Court.' * I believe that this plan, this scheme, was unblessed in all its purposes, and in all its original plans ! Unwise in all its frame and theory ; while it lives, it will live an annoyed and troubled life, and leave an unblessed memory when it dies ! If I could persuade myself that this court would come to such a decision as in my opinion, the public good and the law requires, and if I could believe that any humble effort of my own had contributed in the least to lead to such a result ; I should deem it the crowning mercy of mi/ professional life.' We have before us a mass of witnesses, united in their testi- mony as to the absolute importance of establishing colleges on a religious basis, and that to be such they must be under de- nominational supervision. We shall cite no more at the pre- sent time. Sufficient has been said to show what the Canada Conference has done, and that what it has done accords with the practice «t the Wesleyan Church throughout the world, agrees with the plans of other Christian churches in all lands, and is justified by the opinion of the wisest statesmen, as well as being demanded by the necessities of our own denomination. The Conference has every reason to expect support from the S:! !;f 41 church and friends of Methodism, in seeking to promote the efficacy of the College. Bigots and sceptics originate the cry of * sectarianism,' and create a suspicion of the unveracity of all religious profession, by denouncing sects and lauding indif- ferentisni. There is no soundness in the pretensions and theories of non-religious educators. Our policy is a scriptural and substantial one, and we may confidently go before the country after the fullest discnssion, and ask the co-operation of the connexion for the sustentation, enlargement and endowment of the University of Victoria College. Note. — The subject of denominational Colleges ; their rela- tion to the State, and their rights to public aid in addition to tlieir voluntary effort, has never been better explained and de- fended than in the letter to the Hon. Francis Hincks, by the Chief Superintendent of Education for Upper Canada. No sufficient reply can ever be made to the following argument : " This view appears to me so irresistibly conclusive, that I will not enlarge upon it ; but will advert for a momeni to two objections which may be made to the proposed system of aid ng denominational colleges The one objection is, that you are thereby endowing sec- tarianism. This oft repeated objection is only a superficial fallacy — a fallacy consisting of a mere play upon words. Now to endow sec arianism is a very different thing from aiding sectarians to do what is promotive of the interes;s of all classes of socie y. If a legislative grant were made to a benevolent scciety of tie Cfci:rch of England, or Rome, or the Presbyterian, ^\eslyan, or Baptist Church, to relieve sick and pauper immigrants, would ii be ecdcw- iig sectarianism, or employing the already organized agency cf a sect to promote a public object? The grants to dencmii a ional colleges are not to support those who are preaching sectarianii^m, and for ihe purpose of teaching it ; but supporting those who ii.deed hold and act upon the doctrim.s of some sect, ytt supporing them as teachers of the English and other languages, Mathematics, Phi- losophy, &c., in which there is no religious, nor poll ical sec arian- ism. It is true the religious persuasion whose college may be ihus aided, may and probably will derive advantage from any coniribu- tion or grant which may increase its efl.ciency ; but that advantage is chiefly indirect and remote. So may a re igious body derive some advantage from any College which affords facilities for the education of youth, or from a government or laws which facilitate 1:8 labours. There are also two fac^s involved in the question which cmnot be overlooked ; the one is, that the dencmination whose col- lege may be aided, has largely comribuied to the same object, and assumes all the responsibi i y and labour of carrying it into effect. The second is, that the religious sects are the only actual and proba- ble agencies in inculcating and maintaining the Christian morals of i the country, and without which the country wou'd be without the first elements of civilization and in a state of anarchy if not barbar- ism. These facts the projector cannot deny, though he may seek to suppress them. The real question for the consideration of the states- man and phi anthropist is, in what way can each thousand pounds, or each pound of the largest University Fund, be made instrumental in educating the largest number of youth in the higher branches of education, with the best preventatives against impairing or endan- gering their morals? This is the great object with which the states- man has to do ; and if in promoting this object in the most eflScient and economical manner for the gent^ral welfare, some advantage should fall to the agency employed, it remains for the objector to show that such incidental advantage, for so grer«t a public benefit, and so much labour, would be a calamity to be dreaded." .r Letter VII. Definition of Terms — Standards of Matriculation — Self-Edu- cation honourable — Does not Supersede Colleges — Edu- ', cation a Public Advantage — Should be available for all classes, especially the poorer — The Self-Educated Men of Methodism — God may raise ^tp more — But requires the use of proper means — What these should be — General Benefits of Superior Education, In the general title to these articles we have used the words " Superior Education/' as expressive of our views of the design of Collegiate training for the attainment of University degrees. The phrase ''Liberal Education" has been employed by others, doubtless as comprehending substantially the same ideas. Perhaps taken together they convey the most correct notion to a disciplined liiind of the quality and quantity of the literary materials which constitute the means of education in its high- est and best sense. As far as we have been able to investigate the subject, there is found a general agreement in Universities as to a standard of matriculation. Candidates must pass an examination in English Grammar, Arithmetic, Geography, ancient and modern, Elements of Natural Philosophy, Out- lines of English History, Eleiiieuts of x\lgebra, Latin Gram- mar and Header, Greek Grammar and Greek Reader, Arnold's first Book in Latin, Cornelius Nepos, and in Sallust de Con* juratione Catalinae. These subjects or elements of education, or a standard equivalent thereto, must be understood in a good 43 degree, preparatory to entering on a Collie course. There are many persons who imagine that a youth must have about finished his education who might be able to pass a respectable exatnination on the topics and works above indicated ; but these can have but a limited idea of the powers of the human mind, or of the vast range of science, philosophy and language, and they can have no idea of the facts of actual attainments. — They may have read of master minds, or heard of accomplished Scholars, but they do not understand what these terms signify, nor have they any conception of the study and diligence, and perseverance, which marked the upward career of greatness. It is true that what is called education, most frequently ends where the Senatus Academicus proposes to begin. Subjection to the rules and aids of a School, too frequently ceases long before the period when the scholar should be considered as only fairly started on the way to excellence and honor. We by no means depreciate the amount of knowledge possessed by a matriculant. With less many have risen and gained for them- selves a place in society, of affluence and power. Many have not the means of further progress in classic halls, and for various reasons have early to enter on the practical duties of life. But having lofty aims and noble motives, and mental determination, comparatively little knowledge becomes the foun- dation of true greatness, although even unassisted by learned professors and recitative competion. Indeed, it is a matter for grateful acknowledgement, that all who will, may succeed to a great extent, in the noble work of self-education. Indomitable energy has prompted natural ability, and amidst the distrac- tions of business, the work of self-culture has never been inter- mitted. But it must, however, be admitted, that many who from necessity have educated themselves, have lamented their disadvantages, and have perceiA^ed that although there is no royal road to learning, yet that they could have accomplished more, and in a better manner, if they had possessed early cul- ture and acquaintance with the attainments of their predeces- sors. And hence also, it may be added, that such self-educa- ted persons have not failed when the opportunity arose or duty required, to give their own sons what they failed to obtain, a superior and liberal education. No argument then can be ad- duced against collegiate education, from the worthy example of self-educated men, but rather on the contrary, every facility should be rendered for the attainment of sound scholarship. H u m I. There should be tlie means of obtaining a thoroiij 1 i: ij: pr': ness and suffering, often compelling us to self-dcnial and pain, is one of the most welcome and cherished of guests. It seems to us, that on the whole, the doctor, as such, is very popular in the family, and is valued not only for his skill, but for h.s social kindness ; so that with him, as with the pastor, there is a large element of friendship in his professional relations. His calling, indeed, is often thought to blunt the gentle aifections and destroy the spiritual aspirations, by fixing his mind on matter, and making more account of flesh and blood than of soul and spirit. It is time there is temptation in the profession to this folly, and that the doctor may tend to forget the soul in the body as the theologian tends to forget the body in the soul; yet the fact of temptation does not imply the necessity of yielding to it, and as the true theologian enables us to under- stand better the body by interpreting its offices as the servant of the soul, so the true physician enables us to understand the soul by interpreting its jurisdiction over the body. Some of the noblest contributions to natural theology have come from anatomists^.' Independent of this fxct of possible literary ad- vantage in a well educated physician, it is surely on other grounds needful that our medical men should possess those ele- vated views of human happiness and destiny which are inse- parable from a true Christian faith. We add here, from the writer just quoted, a sentence well worthy of attentive consid- eration. * Our best wish for them (the medical profession) is that they may estimate more highly than some of them do the moral position and influence of the faculty, and regard it as no small dignity to build up and adorn the profession in solid worth and social favour, so as to make it clear to all, as it is now clear to some, that in our physicians- we have a class of men who enjoy our confidence as well as care for our diseases, and who rank with our clergy as friends of man and servants of God. We can never forget that the great Master was the good Physician, nor cease to rank those who bear in their call- ing the promise of his mercy as rightfully fellows of those who preach his word, and intepret his life and spirit.' Whether these characteristics of moral culture and religious benevolence shall adorn professional life, or whether the prescriptions of the physician, or the knife of the surgeon shall be directed by low- minded materialism and vulgar sensuality, will very much de- pen 4 on the character of the college where the priniary ele- ments of general and scientific knowledge are imparted. A 5U college course is not by many deemed essential to skill and suc- cess in the profession ; and we must express our regret that unsound theory and practice prevail on this subject. We shall be excused, therefore, if we fortify our humble opinion by the »ery important that those who are to bo engaged practice of a liberal and scientific profession, such as medicine and surgery, should have their minds prepared for their profes- sional studies by a good preliminary education, which may be obtained at the Universities more easily than anywhere else. I believe,' adds Sir Benjamin Brodie, * that if these institu< tions were to afford the means of studying chemistry, botany, the elements of mechanical philosophy, and physiology, a great deal might be learnt there which would be useful to those who are afterwards to engage in the study of medicine and surgerv. Young men, with their minds thus prepared, would not only be more fitted by their previous habit of attention for acquir- ing a knowledge of anatomy in the dissecting room, and of disease in the hospital, but would also be able to do this in a more efficient manner, in consequence of their minds be- ing less distracted by a variety of objects, than would be the case if they had no previous knowledge of the preliminary sci- ences.' We assume there are many young men in Wesleyan families who are destined for the medical profession, and we can hardly suppose that any thoughtful father will question the soundness of the views we have statedjon the advantages of superior preliminary education. But there, therefore, arises another practical inference applicable to those who have the oversight of a great religious body, whose members are found everywhere, participating in the ordinary infirmities of human^ ity, and experiencing the common wants of society. They should be prepared to furnish the means of a liberal education, and under their own auspices, offer all possible facilities for early and thorough academical training. . ' '■ , , t •""" 'i •# ^?-y.r ' i '■' ' 'V ■! *' "■' ' / 'V; t.. " •.'} i. cf? ' i t \ '.-'!; • ■ '■ t -v f. • ; ,: -■ i * \* I ■ 'r'l -I. ' 5, ■ ■• ^ .*•■> i 60 U' lit '1 1 I Letter X. The legal profesgion — Duties thereof — What a Lawyer should he and know — Oxford Commission quoted — Position of Victoria College in this respect — Need of religious char- acter — Rev. G. Anderson, of Glasgow, quoted — The practical inference — Our municipal Insiitutions — Our School system — Private Academies, •iK-j >*■ ' f ■* f \»- , »• \J« •. "• r .1 f • * ,' JJT.V •' ' i-j "■-'< > -■ ,■■■' , 3*' . » fcMH»iv.■' -t af t aA4 } ii ' . .1 •i; J ..' •" > ' i< . .-■ .' r -% ? >;.! .. v>%: ' i, '. r ■ 1 J ,->. ' .. t '<■;• RESOLUTIONS OP CONFERENCE RELATING TO VICTORIA COLLEGE. ■ s In v] i I mm Resolved, 1. That this Conference is deeply impressed with the necessity and importance of general and systematic effort to sustain the University of Victoria College, embracing as it does not only an undergraduate course of University studies, but also an English and preparatory Grammar School, imparting a thorough English and Grammar School education to those youth who do not pursue the higher studies of the University. Resolved, 2. That each Minister or Preacher pledge himself, inde- pendent of former subscriptions, to contribute at least ten cents to the support of Victoria College during the present Conference year, and use his utmost exertions to induce the members of our Congre- gations under his charge, to do the same, since every member of our Congregations has as much personal and national interest in our College as his minister. Resolved, 3. That we affectionately entreat the members of our congregations to co-operate with us in this systematic and general effort to sustain with increased sufficiency, one of the most impor- tant institutions of our Church and country. Resolved, 4. That a copy of these resolutions be published in the Minutes and in the Guardian, and that each Financial District Meeting be instructed to devise the best means to carry them into effect within the Circuits of its own jurisdiction. Resolved, 5. That the Chairmen of each District be directed to bring the foregoing resolutions before the Financial District Meet- ing over which he presides, and that each Superintendent of a Cir- cuit be directed to bring- them before the Quarterly Meeting of his Circuit.- Resolved, G. That the several sums raised in accordance with the foregoing resolutions be transmitted to the Treasurer of Victoria College as soon after the first day of January as possible. « :■» II 1 ■ $■■ \ t '^.^ U' ETLTIATA. In the 14th line, from the head of page 2. , insert "nol" before an experiment, —and in tho 2ua line of t'.M> fifth l..-ter, i^.„j si, for << Obina" read « Canada." ii fx >^ * bcfoi